Impurity states in multiband s-wave superconductors: analysis of iron pnictides

We examine the effect of a single, non-magnetic impurity in a multiband, extended s-wave superconductor allowing for anisotropy of the gaps on the Fermi surfaces. We derive analytic expressions for the Green's functions in the continuum and analyse the conditions for the existence of sharp impurity-induced resonant states. Underlying band structure is more relevant for the multiband than for single band case, and mismatch between the bands generically makes the formation of the impurity states less likely in the physical regime of parameters. We confirm these conclusions by numerically solving the impurity problem in a tight-binding parameterization of the bands relevant to pnictide superconductors.Comment: minor corrections, published versio

Foreword: Recent Developments in Labor Law: The Ninth Annual Labor Relations Institute

The papers presented in this symposium issue were initially presented at a labor institute jointly sponsored by the Atlanta Lawyers Foundation, the Federal Bar Association, the Labor Law Section of the State Bar of Georgia and the Institute of Continuing Legal Education in Georgia. This is the ninth such institute with the first having been held in 1964 for the purpose of acquainting the practicing bar with developments and trends in the field of labor law

Europe Will Form a Momentary Union ... Eventually

While I have just shown many problems along the EC\u27s path to integration, I still feel positively about the formation of monetary union. Germany has continued to remain strong in its backing of the union and its support of it. France has even endured significant unemployment and social unrest due to its policy decisions aimed at being able to meet the convergence criteria. France and Germany have also shown cooperation in forming the union

The effects of computer-assisted language learning on English language learners with and without disabilities in an elementary school setting

The purpose of the study was to investigate the effects of the English Language Learners Instructional System (ELLIS) on oral language, written language, and reading achievement among students who are English language learners with and without disabilities. Additionally, levels of teacher satisfaction with computer-assisted language learning (CALL) and the use of ELLIS were assessed. Participants were 78 third, fourth, and fifth grade students with and without disabilities enrolled in a public elementary school. All participants were of Hispanic descent and were identified as being Non- or Limited-English Proficient based on the Language Assessment Scales (LAS) (CTB Macmillan/McGraw-Hill, 1994). Twelve of the participants were identified as having a documented disability according to the Individuals with Disabilities Education Act (2001). Participants were randomly assigned to one of three groups. Treatment Group A included students with and without disabilities and received individual instruction on the ELLIS program. Treatment Group B included students with and without disabilities and received ELLIS instruction in student pairs. The third group of students was a control group and did not receive instruction using the ELLIS program. Data were collected to answer eight research questions related to the effectiveness of the ELLIS program. The Language Assessment System Links (CTB Macmillan/McGraw Hill, 2005), an updated version of the LAS was administered to all participants at the end of the study. Scores obtained from the LAS Links were entered into SPSS and then analyzed using an ANOVA at the .05 level of significance to determine differences. Next, an ANCOVA at the .05 level of significance was used to adjust posttest scores of the experimental groups to adjust for pretest differences. Finally, qualitative data obtained from the open-ended interview with the implementing teacher were analyzed. The ANOVA and ANCOVA analyses revealed that students with disabilities who received instruction using the ELLIS program performed similarly to students with disabilities who did not receive instruction using the ELLIS program in oral language, written language, and reading achievement; and that students without disabilities who received instruction using the ELLIS program performed similarly to students without disabilities who did not receive instruction using the ELLIS program in oral language, written language, and reading achievement. Additionally, paired instruction using the ELLIS software program had similar effects on student performance as individual instruction using the ELLIS software program. However, results from the open-ended interview revealed high levels of teacher satisfaction with the ELLIS software program. Results of this research indicate that the ELLIS software program did not improve the oral language, written language, and reading achievement among students who are English language learners with and without disabilities, but further investigation of computer-assisted language learning for elementary students with and without disabilities is important

Foreword: Recent Developments in Labor Law

This symposium issue brings together a collection of papers notable for diversity of subject matter as well as for point of view. Yet all relate to what is generally referred to as our National Labor Policy

Dean\u27s Report 1977

One mark of a quality school if the leadership it produces. The University of Georgia School of Law is unequaled as a producer of Georgia\u27s leaders. In the past seventy-nine years, eight of the state\u27s governors have been Georgia law graduates. Within this same period, 28 LL.B. degree earners from the University of Georgia have served as United States representatives, and six U.S. senators in the last 100 years were Georgia law graduates. Georgia graduates comprise a majority on both the state\u27s appeals court (seven of nine judges on the Georgia Court of Appeals) and its highest court (four of seven justices on the Georgia Supreme Court). The present governor, George D. Busbee, and the state\u27s Attorney General, Arthur K. Bolton, are Georgia Law School graduates. When these state leaders were beginning their career preparations, the Georgia Law School represented an attractive option for a legal education. This is even more the case today. With a high quality program of study at reasonable cost, the school continues to be attractive to the best young people that Georgia and the region have to offer

Some Aspects of the LMRDA Bill of Rights

Generally speaking, Title I, section 101(a), of the Labor-Management Reporting and Disclosure Act of 1959 (LMRDA) guarantees to every union member: (1) equal rights and equal privileges within his union to nominate candidates for union office, to vote in elections or referendums, and to attend union meetings; (2) the right to exercise freedom of speech and assembly; (3) the right to be free from arbitrary increases in dues, initiation fees, and assessments; (4) the right to sue and to participate in administrative and legislative proceedings; and (5) the right to procedural due process in disciplinary proceedings within the union. As noble as Congress\u27 aim might have been, the Bill of Rights is nonetheless representative of the fine art of political compromise. The resulting statute is unavoidably plagued with ambiguities. Thus, the courts have been faced with the Hobson-like task of fostering the provisions of the Bill of Rights while at the same time giving credence to the avowed congressional mandate of minimum interference in internal union government. What follows is a review and analysis of the judicial development of two provisions of Title I--sections 101(a)(1) and 101(a)(3)